In 2019, Texas State University made the strategic decision to transition from its long-standing LMS, TRACS (built on Sakai), to Canvas. As an instructional designer, I played an active role in supporting faculty and helping them navigate the many moving parts of this major change. Canvas brought a more modern, scalable platform to our university—but as with any tool, its success depended on the people who used it and how well we supported them.
Now, a few years later, I find myself preparing for another transition to Canvas—this time at a new institution, and this time stepping into more of a leadership role. As I look ahead, I’ve been reflecting on what worked well during the TXST transition, what I might do differently, and how I can lead with greater clarity and empathy this time around.
What stands out most clearly to me in hindsight is not the software or the rollout timeline—it’s the people. The wide range of instructor personalities, teaching styles, and technology comfort levels meant our approach needed to be as flexible and multifaceted as our faculty themselves.
On reflection, there were six broad categories of instructors I needed to serve. I’ve outlined them below, along with the strategies we used (or should have used) to reach them effectively.
The Six Instructor Personas I Encountered
1. Dr. Legacy – The Traditionalist
Low tech confidence, prefers face-to-face teaching, uses LMS only for basic tasks.
➡️ Approach: Gentle hand-holding, personal outreach, “essentials-only” training, and reassurance that simple use is still acceptable.
2. Professor Pragmatic – The Efficient Educator
Moderate tech skill, practical mindset, needs fast, effective tools.
➡️ Approach: Task-focused tutorials, quick-start templates, checklists, and drop-in support labs.
3. Dr. Digital – The EdTech Enthusiast
Highly tech-savvy, eager to innovate, often leads by example.
➡️ Approach: Early sandbox access, advanced training, peer leadership opportunities, and innovation showcases.
4. Adjunct Annie – The Time-Strapped Instructor
Teaches multiple courses or campuses, minimal time for training.
➡️ Approach: Mobile-friendly, asynchronous resources, course templates, and concise communication.
5. Dr. Research-First – The Skeptical Scholar
Values data and pedagogical rigor; wary of change without evidence.
➡️ Approach: Evidence-based briefings, peer-led discussions, and clear connections between Canvas features and learning outcomes.
6. TA Taylor – The Graduate Teaching Assistant
Often on the front lines of teaching support but overlooked in training efforts.
➡️ Approach: Inclusive TA-focused training, peer mentorship, and early access to course shells.
Take a moment to think about how you would support each of these personas in the interactive activity below:
What I Would Do Differently as a Future ID Leader
As I prepare to guide a new instructional design team through its own Canvas adoption, I’m drawing heavily from this earlier experience—but also aiming to improve on it. Should I have the opportunity to assist in a transition like this again (and now, I do), here’s what I plan to emphasize:
Cross-Persona Initiatives
- Segmented Communication Campaigns: Design messaging not just by faculty title, but by tech comfort, workload, and motivation.
- Feedback-Driven Adaptation: Implement real-time, iterative feedback loops so we can pivot our training based on emerging needs.
- Scaffolded Training Paths: Offer self-paced journeys for beginners, builders, and advanced users, allowing everyone to progress at their own pace.
Strategic Leadership Lessons
- Design for Inclusion: Adjuncts, TAs, and support staff deserve the same access, recognition, and support as full-time faculty.
- Build Internal Champions Early: Equip early adopters to become peer mentors—support scales best when it’s distributed.
- Balance Structure with Flexibility: Build strong frameworks, but leave room for departments and individuals to customize based on context.
Final Reflection
The move to Canvas at Texas State wasn’t just about replacing software—it was a catalyst for rethinking how we support teaching and learning at scale. Now, stepping into a leadership role in a similar transition, I feel more prepared to lead not just the project, but the people within it. True instructional design leadership lies not only in planning the rollout, but in building trust, listening well, and designing support systems that center human experience above all else.
